I've found that teaching tuning and intonation to students can be very challenging. It is not something that can be learned instantaneously, but is a skill that must be carefully developed over time.

In my experiences, tuning is taught by saying, "Get rid of the beats," "Pull out," or "push in." This probably sounds very familiar to some people, but is there an understanding of what is actually happening? My instincts tell me that there isn't. Amidst the time crunches and pressures from administrators and parents to put on a concert, we become completely engulfed in preparing that concert. When really as MUSIC educators we neglect teaching the skills necessary to become fine musicians.


To nurture a sense of intonation, one must get students to listen. Not hear, but listen. Once a student becomes focused and listens to the sound, work with intonation can begin. 


It seems that there is a giant black hole where knowledge about tuning exists, but so many are afraid to delve into it in the correct manor. More to come in future posts about my specific thoughts on the sequencing of instruction needed to nurture Intonationally independent students.


~Neal Raskin

• The majority of young band music should reinforce concepts that are being taught or have previously been taught in methods books. Teaching new concepts can be done much more efficiently and sequentially in the context of a methods book or similar resource.
  
  
• Don't over-program. While it's great to have a variety of well-crafted repertoire; playing an abundance of music is not nearly as impressive as playing a few pieces that are well-rehearsed.
  
  
• Choose music that has musical merit. Too many pieces are being touted as “educational” when really they should be deemed “formulaic.” Pieces should be musical. Teachers should be the ones responsible for choosing how to sequentially present pieces to students.
  
  
• Consider all elements of music when teaching and choosing repertoire. If we have to spend too much time focusing on “notes and rhythms,” expressive playing, intonation, and tone quality probably will take a backseat.
  
  
• Students are excellent at perceiving our opinions. If we aren't engaging during our warmups and chorales, it's no wonder that our students aren't. If we are excited by beautiful tone quality and lyrical playing, certainly our students will start to notice.